1-877-614-7328 centralrrc.org

“How can I prepare for Self Assessment Survey Submission and

the Validation Visit?”

Staff Qualifications and Professional Development

Administrator Qualifications (4 points)Staff Qualifications (7 points)Professional Development (5 points)

List of current staff, Administrator, Lead Teachers and Assistant Caregivers that includes name, title, classroom/site and highest degree held.

Name Title Classroom/Site Qualifications ECE Credits Betty Draper Lead Infant Infant Room BA in Education, ZA Endorsement 18Deb Morgan Lead Toddler Toddler Room AA in Early ChildhoodTom Levitt Lead Preschool Preschool 1 BA in Education, ZA Endorsement 18Olivia Pope Lead Preschool Preschool 2 CDAJessica Day Assistant Infant Infant Room CDAJim Halpert Assistant Infant Infant Room AA in Early ChildhoodMeredith Grey Assistant Infant Infant Room High School DiplomaSarah Braverman Assistant Toddler Toddler Room High School DiplomaJasmine Trussell Assistant Toddler Toddler Room High School DiplomaPeggy Olson Assistant Toddler Toddler Room High School DiplomaJeff Probst Assistant Preschool Preschool 1 CDAClaire Dunphy Assistant Preschool Preschool 2 High School DiplomaPhil Keoghan Assistant Preschool Preschool 1 & 2 High School DiplomaSun Kwon Director Masters in Education 3 credits AdminJuliet Burke Assistant Director BS in Family Community Services 18

College transcripts or diplomasCDA certificates/renewals for each staff member

Administrators- highlight 18 credit hours in ECE/CD or 3 credits in child care administration

Staff with a related degree- highlight 18 credits in ECE/CD

Professional DevelopmentDocumented staff training for annual licensing year.

Suggested Record Keeping Tools: Michigan Child Care and Education Professional Development RecordExcel SpreadsheetInformation can be downloaded from CONNECT

•Include Staff person’s name, title of training, date of training, number of hours of training.

•List session titles attended at conferences and length of session- not just name of conference and total number of hours spent at the conference. Copy of conference program, registration, name badge, certificate.

3 hours of inclusion or cultural competence training can be listed with training, but highlighted. If title is not obvious include course outline, description, or syllabus.

Sample Excel Spread Sheet First Name Last Name Class Date Class End Class Title Organizer Trainer Hours CEUs College Credits

Chana Barnes 2/27/2012 3/19/2012 Why are We All So Different? Independant Study Child Connect for Family Success & Child Care NetworkBecky Zoromski 3 0 0Kristyn Beauchamp 6/30/2011 6/30/2011 Ages and Stages Questionnaire Child Connect for Family Success and Child Care NetworkBecky Zoromski 2 0 0Della Becker-Cornell 5/21/2011 5/21/2011 In Tune with Children Child Connect for Family Success and Child Care NetworkCarolyn Graves and Beverly Meyer2 0 0Della Becker-Cornell 2/29/2012 2/29/2012 Self Assessment Survey-Registered Dietitian Child Care Network Carolyn Jennings, MPH, RD, CDE 2 0 0Robert Callahan 8/1/2011 8/29/2011 CDA Track: Planning a Safe, Healthy Environment ONLINEChild Connect for Family Success and Child Care NetworkBillie Ragland 16 1.6 0Robert Callahan 8/29/2011 10/14/2011 CDA Track: Advancing the Physical & Intellectual Competence of Children Child Connect for Family Success and Child Care NetworkBillie Ragland 16 1.6 0Tammi Couture 11/17/2011 11/17/2011 Books & Worms: Literacy & Science Southeast Great Start Regional Resource CenterJean Garratt 3 0 0Kristyn Fritzsching 3/26/2012 3/26/2012 Preschool Program Quality Assesment (PQA) Training Child Care Network HighScope 6 0 0Kayla Harris 10/20/2011 10/20/2011 Exploring the Iceberg: Challenging Behaviors of Infants/Tods. Southeast Great Start Regional Resource CenterMeghan Schmelzer 2 0 0Kayla Harris 11/3/2011 11/3/2011 Why Are We All So Different: Understanding Temperament Child Connect for Family Success and Child Care NetworkJo Ann Cook 2 0 0Kayla Harris 11/10/2011 11/10/2011 Becoming a Storyteller Child Connect for Family Success and Child Care NetworkJo Ann Cook 2 0 0Diana Hensley 5/21/2011 5/21/2011 In Tune with Children Child Connect for Family Success and Child Care NetworkCarolyn Graves and Beverly Meyer2 0 0Maggie Kochan 11/30/2011 11/30/2011 The Importance of Rough and Tumble Play Southeast Great Start Regional Resource CenterCheryl Priest 3 0 0Morgan Mead 6/2/2011 6/2/2011 Curriculum - What Is It and Why Do We Need It? Child Connect for Family Success and Child Care NetworkJo Ann Cook 3 0 0Morgan Mead 11/30/2011 11/30/2011 What Boys Need Southeast Great Start Regional Resource CenterCheryl Priest 3 0 0Caitelynn Munday 6/13/2011 6/27/2011 Children Have Rights! How Does This Impact You? ONLINE Child Connect for Family Success and Child Care NetworkCheryl Priest 4 0 0Janelle Pauldine 6/30/2011 6/30/2011 Ages and Stages Questionnaire Child Connect for Family Success and Child Care NetworkBecky Zoromski 2 0 0Amanda Perri 10/20/2011 10/20/2011 Exploring the Iceberg: Challenging Behaviors of Infants/Tods. Southeast Great Start Regional Resource CenterMeghan Schmelzer 2 0 0Amanda Perri 10/27/2011 10/27/2011 I've Got Rhythm! Child Connect for Family Success and Child Care NetworkJo Ann Cook 2 0 0Amanda Perri 11/3/2011 11/3/2011 Why Are We All So Different: Understanding Temperament Child Connect for Family Success and Child Care NetworkJo Ann Cook 2 0 0Sheron Propst 7/13/2011 7/13/2011 Peer to Peer - Why Do I Bite? Child Connect for Family Success and Child Care NetworkCarolyn Graves 1.5 0 0Sharron Propst 7/14/2011 7/14/2011 Can You Hear Me Now? PART 2 - More Strategies Child Connect for Family Success and Child Care NetworkJo Ann Cook 3 0 0Ashley Siler 11/3/2011 11/3/2011 Why Are We All So Different: Understanding Temperament Child Connect for Family Success and Child Care NetworkJo Ann Cook 2 0 0Shaide Talent 2/27/2012 3/19/2012 Why are We All So Different? Independant Study Child Connect for Family Success & Child Care NetworkBecky Zoromski 3 0 0Quiana Wheeler 6/2/2011 6/2/2011 Curriculum - What Is It and Why Do We Need It? Child Connect for Family Success and Child Care NetworkJo Ann Cook 3 0 0

MICHIGAN CHILD CARE AND EDUCATION PROFESSIONAL DEVELOPMENT RECORD Michigan Department of Human Services Bureau of Children and Adult Licensing

Use this form to record training experiences including, but not limited to, workshops, community-based training, college courses, conferences. To comply with Michigan Child Care Licensing Rules for Family/Group Child Care Homes all caregivers must complete a total of 10 clock hours of training annually, not including CPR, first aid and

blood-borne pathogen training. Assistant Caregivers must complete a total of 5 clock hours of training annually, not including CPR, first aid and blood-borne pathogen training . To comply with Michigan Child Care Licensing Rules for Child Care Centers all caregivers and program directors must complete a total of 12 clock hours of training annually, not including CPR, first

aid and blood-borne pathogen training. Training must be accrued annually, beginning with the registration/license effective date and ending 12 months from that date. Verification of participation of required training is to be kept on file by the

provider for Department review. Refer to Michigan Child Care Licensing Rules for a list of topics and trainings that meet training requirements. Rules can be found at www.michigan.gov/michildcare.

1 clock hour of training = 60 minutes. Record the actual number of training hours not including breaks, lunches or travel. Caregiver’s/Assistant Caregiver’s Name Date of Hire Michigan Early Childhood Professionals Core Knowledge Areas:

Betty Draper 6/12/2009 1 = Child Development and Learning 5 = Teaching and Learning

Registration/License Number 2 = Health, Safety and Nutrition 6 = Observation, Documentation and Assessment

3 = Family and Community Collaboration 7 = Interactions and Guidance

4 = Program Management 8 = Professionalism

Training Dates Beginning/

Ending Title of Training Training Organization/Presenter

Core Knowledge Area(s)

# of Clock Hours

Training Certificate Received

If applicable, list # of CEU or College Credits earned

# of CEUs Earned

# of College Credits Earned

9/15/2011 Sensory Exploratation for Infants and Toddlers

Child Care Network 1,5 2.5 yes

10/10/2011 Including Everyone ISD 2.0 yes

11/05/2011 Anti Bias Curriculum Amy Mason 2.5 Yes

1/13/2012 Math Activities Jessica Day 1.0 No

1/30/2012 Partnering with Parents Child Care Network 3.0 yes

Training Date Title of Training Card Received Training Organization/Presenter Location

First Aid

Yes No

Infant & Child CPR

Yes No

Adult CPR

Yes No

10/10/2011 Blood-borne Pathogen

Caregiver’s Signature Date

Sign and date to certify training record for BCAL, Division of Child Care Licensing

Department of Human Services (DHS) will not discriminate against any individual or group because of race, religion, age, national origin, color, height, weight, marital status, sex, sexual orientation, gender identity or expression, political beliefs or disability. If you need help with reading, writing, hearing, etc., under the Americans with Disabilities Act, you are invited to make your needs known to a DHS office in your area.

Other Staffing- Bonus PointsIf the Program Administrator has a graduate degree in ECE/CD or related field then the information can be obtained from the administrator’s qualifications already collected.

OR

If the program works at least monthly with an early childhood specialist with a graduate degree in ECE/CD or related field:

•A letter from the Specialist documenting relationship •Copy of the Early Childhood Specialist’s resume•Keep a record of when you have phone/email contact with the Specialist or they conduct a site visit. Include date, type of interaction (email, phone, face-to-face) and focus of consultation

Family and Community Partnerships

Family Partnerships (4 points)Community Partnerships (4 points)

Program provides parenting education opportunities

Offered by other entity- announcements/flyers of training opportunities, info posted on bulletin board, sent home to parents, included in newsletter, posted on website or Facebook page

Offered by program- announcements, flyers, invitations, agenda, sign in sheets.

Classroom staff engages in informal communication with parents

Explain how staff communicates on a daily basis with parents about their child’s day

Common conversations at drop off and pick up

Daily information about their child that may be posted on white boards or bulletin boards

Daily sheets or logs

Program provides formal communication to inform parents of children’s developmental progress

Examples of how your program keeps parents informed about their child’s development.

Evidence of parent teacher conferences- announcements, newsletter, parent handbook, letter sent home, sign-up sheet, attendance sheet, parent acknowledgement.

Evidence of home visits- schedule, info shared, checklist, staff travel logs, parent handbook.

Other evidence- daily sheets, parent/teacher communication notebook, ouch report, parent letters/notes/emails, Thought You Might Like to Know.

Communication, education, and informational materials and opportunities

for families are delivered in a way that meets their diverse needs

Explain how your program meets the different and/or cultural needs of families when providing materials and opportunities for furthering education and providing information.

•Language•Literacy Level•Cultural Awareness •Modes of Communication

Sample of a letter or information translated, list of resources and/or individuals that can help with translating.

Opportunities for parents to participate in program governance

Information on parent advisory board or parent policy council •Agendas•Meeting minutes •Calendar of scheduled meetings•Invitations or announcement sent to families•Meeting sign-in sheets •Information on parent advisory board in parent handbook or newsletter

Opportunities for parents to participate in education inside and

outside the classroom

Inside the classroom- information in parent handbook or newsletter about parent volunteers, volunteer sign up or sign in sheets, photos of parents in the classroom.

Outside the classroom- examples of learning activities that are sent home, an activity calendar, parent/child activity ideas that may be posted in a newsletter, on Facebook or the program’s website.

Partnerships to provide or connect families to appropriate

comprehensive services• Resource binder or file with flyers, pamphlets or brochures to

organizations and services• Resources posted on parent bulletin board or in a parent resource

library• Resources posted on the program’s website with links• Tracking sheet of referrals made, including following up with the

family and/or organization to make sure the matter was addressed • Formal partnership agreements with agencies and organizations• Email trail where a program has demonstrated that they have

connected with a community agency to support a family with a particular need

Basic steps to facilitate children’s transition between and among programs, agencies and schools

• List of area schools families are referred to

• Kindergarten round-up information that is shared with families

• Kindergarten transition informational parent meetings

• Field trips to visit schools• Letter documenting partnerships with

schools • Letter documenting partnerships with

other agencies that support children’s transitions

Participation in community associations

Documentation of program participation in early childhood networks and committees-•NAEYC and local AEYC affiliate•Child Connect for Family Success•Director’s meetings •Provider support groups•Great Start Collaborative Advisory Council •Local community early childhood education committees and advisory boards

Administration and Management

Administration and Management (6 points)

Written Personnel Policies and Procedures

Copy of an employee or staff handbook

Tip: Have an extra copy that you can give the Assessment Specialist to take with them.

Staff evaluations and individual professional development plans for

each staff member

• Copy of completed staff evaluation

• Copy of completed professional development plan

Be prepared to explain how staff is evaluated and how individual professional development plans are created

Tip: Black out names to protect privacy

Flexible benefit plan that may include health, tuition assistance, etc. for all staff

Paid leave time for all full time employees which may include holiday, vacation, educational leave, and/or sick time

Documentation of benefits- may be found in employee handbook, employee contracts or employee benefits package

Documented, graduated salary scale for staff that takes into account

education and experienceSample Graduated Salary Scale

Lead Teacher Assistant Teacher Substitutes Cook Other Staff Starting Pay $ 7.40 $ 0.00 Years of Experience

None $7.40 None $0.00 None $0.00 None $0.00 None $0.00 < 1 Year $7.50 < 1 year $0.00 < 1 year $0.00 < 1 year $0.00 < 1 year $0.00 1-5 years $8.00 1-5 years $0.00 1-5 years $0.00 1-5 years $0.00 1-5 years $0.00 5+ years $8.50 5+ years $0.00 5+ years $0.00 5+ years $0.00 5+ years $0.00

Level of Education

None $0.00 None $0.00 None $0.00 None $0.00 None $0.00 CDA $0.25 CDA $0.25 CDA $0.25 CDA $0.25 CDA $0.25 AA $0.50 AA $0.50 AA $0.50 AA $0.50 AA $0.50 BA $0.75 BA $0.75 BA $0.75 BA $0.75 BA $0.75

Dollar amounts are only entered as an example and based on Michigan minimum wage. Job titles are only an example. Programs can change, add or delete job titles as appropriate for their program.

Environment

Physical Environment (2 points)Ratios (2 points)Health Environment (4 points)

Program is in a physical location that is free of environmental risks

Assessment Specialist will conduct a walkthrough of facility to observe the environment

Copy of recent licensing environmental health and fire inspection reports

Program demonstrates that it has smaller group size and better teacher: child ratio than required by licensing

• License report• Enrollment data• Child attendance sheets• Staff schedules

Assessment Specialist may physically count heads in each classroom during a walkthrough of the facility

A nutritional plan, reviewed by a dietician or nutritionist

• Meal plans/menus that have been reviewed and signed off on by a registered dietician

• Examples of changes made to menu based on dietician’s recommendations

• Name and credentials of registered dietician/nutritionist

• Letter agreement from registered dietician/nutritionist

• Parent letter/information with guidelines and recommendations that has been reviewed by nutritionist

30 minutes of every three hours dedicated to active outdoor time, with appropriate indoor physical activities available when weather

prohibits outdoor play• Daily schedule with evidence of outdoor time including infants

• Provide hours of operation

• Explain what happens when children can’t go outside, describe equipment and activities, show large motor room or area

TIP- Use this formula to calculate number of minutes Hours of operation times 30 divided by 3 =total number of minutes that should

be spent outside daily. I.E. 8 x 30 / 3 = 80 minutes of active outside time daily

Provisions for reviewing and updating health records according to the most

recent Early, Periodic Screening, Diagnosis and Treatment Schedule for infants, and reviewing and updating

records for toddlers and older children annually

1 month2 months4 months6 months8 months 12 months

• Sample copy of child health records documenting immunizations and physicals

• Health appraisal form

• Spreadsheet or other record keeping software

15 months18 months24 months30 months

Baby well visits for infants at:

Process for observing each child’s health and development on a daily basis and

communicating observations to the child’s family, other caregivers, and to specialized

staff, with recommendations for family to seek medical opinions as necessary

• Explain process for observing children’s health and development each day

• How is it documented: daily health check form, classroom notebook, daily sheets

• Explain the steps staff would take if a medical problem was observed (a child becomes ill)

A regular oral care routine, including tooth brushing and/or gum wiping (for infants) at least once per day

• Posted on classroom daily schedules

• Procedures for tooth brushing and/or gum wiping posted in classrooms

• Information on tooth brushing and/or gum wiping in parent handbook

Curriculum and Instruction

Curriculum (4 points)Screening and Assessment (6 points)Consistent Caregiving (2 points)

A statement of educational and developmental priorities for the

children.

Copy of program’s : •Mission statement•Statement of philosophy•Values •Goals

Documentation may be found in parent or employee handbook, in program brochure or other printed materials.

A routine daily schedule that is predictable yet flexible;

includes time for transition; includes indoor and outdoor activities and is responsive to each child’s need

to be active or resting.

A copy of daily schedules for each classroom

An approved curriculumName of curriculum used by the program

Evidence- copy of curriculum materials, photo copy of front page, written information about curriculum in parent handbook

Approved= developmentally appropriate, research based & aligns with Michigan Early Childhood Standards of Quality for Pre K

If the curriculum your program uses is not on the list of approved curriculums then the program must provide evidence that the curriculum is developmentally appropriate, research based and aligns with the Michigan Early Childhood Standards of Quality for Pre K

A written plan for integrating policies, procedures and practices that reflects

a respect and valuing of children’s culture and demonstrates cultural

competenceCopy of a written cultural plan

Documentation may be found in parent or employee handbook

How does your program integrate policies, procedures and practices that reflects a respect and valuing of children’s culture & demonstrates cultural competence? Is it a written plan?

A Cultural Plan may include:

Your programs commitment to respecting each child’s culture and diverse needs. All children deserve an early childhood education that is responsive to their families, communities, and

racial, ethnic, and cultural backgrounds. Culture influences every aspect of a child’s development Culture is the framework in which children develop and is reflected in childrearing beliefs and

practices. Family is the root of our program in which we involve the whole family in all aspects of our program

and what we do for their children. Learn accurate information about the cultures & diversity of our families Families are treated with respect and sensitivity from the first meeting. Recognize all children are cognitively, grammatical & emotionally connected to the language & culture

of their home. Actively involve parents & families in the early learning program. Each child and family will be supported in their cultural values and norms of the home. Focus will be on incorporating the diverse cultures of our families, community, and the city they live in. Staff will be recruited that are trained in the languages of our families or a plan put in place with the

family to incorporate an understanding between school and home. Program staff will refrain from making assumptions of others. All staff will have training opportunities annually to further their knowledge of enhancing their daily

communications and curriculum planning. Look on naeyc.com website under responding to linguistic & cultural diversity for more ideas.

A written plan for serving children with special needs

Copy of written special needs plan

Creating a Written Special Needs Plan

How does your program manage serving children with special needs? Is it as written plan? Plans may include:

1. A written policy statement 2. An individual written care plan for children with special health needs

Key points of a written policy statement may include:

Your programs commitment to the principle of inclusion Staff receive ongoing training on inclusion/special needs Confidentiality of children and families is respected Staff and families collaborate to meet the individual needs of the child Communication with families is ongoing and is responsive to the needs of families Physical environment is free of barriers A variety of teaching strategies are used to meet the individual needs of children Staff facilitate or enhance interactions between children with and without disabilities

Staff discusses anecdotal notes/observations as a basis for

working with each child

Examples from each classroom of anecdotal notes/observations, child folders, running record, classroom notebooks

Explain how staff plan for each child using anecdotal notes/observations

Complete annual developmental screening (self or outside entity)

• Example of screening tool used and explain frequency • Copy of completed screenings • Documentation that screenings are completed for all

ages and in all classrooms• Screening timeline or plan for scheduling screenings

Tip: Black out name on completed screenings to protect privacy

Uses an approved child assessment tool at least two times a year

• Example of assessment tool used and explain frequency • Copy of completed assessments• Documentation that assessments are completed for all

ages and in all classrooms• Assessment timeline or plan for scheduling assessments• Written information on assessments in parent and/or

employee handbook

Approved= developmentally appropriate, research based & aligns with Michigan Early Childhood Standards of Quality for Pre K

Tip: Black out name on completed assessments to protect privacy

Uses child assessment results in parent-teacher conferences at least

two times per yearEvidence of parent-teacher conferences conducted for all ages in all classrooms: •Newsletter•Parent handbook•Parent letter•Sign-up sheet•Sign-in sheet

Evidence that assessment results are shared with parents:•Statement of receipt signed by parent •Checklist of what is shared with parents at conferences•Sample child portfolio

Uses assessment to inform individual, small group, and whole group

instruction and interaction

Examples and evidence of how observations and assessments are used for planning by staff

•Child Assessment Planning Form•Lesson Plans•Notes from staff planning meetings

Explain any other ways staff use child assessment results and how they are used for planning.

Child Assessment Planning Form

Child’s Name Observation/Assessment Planned Activity Date completed Megan Megan counted to 10 and

identified numbers 1-4 Math counting and number correlation activity during small group. Include materials with numbers on them in the house area (cash register, play money, calendars, calculators, price stickers, grocery store sale flyers from newspaper)

Week of June 11, 2012

Dante Was unable to hold scissors correctly. He tore the paper instead of using the scissors.

Set out fine motor materials during small group time. Include scissors and cutting activity in the art area.

Week of 6/11/2012

Brady, Evelyn and Cody On Wednesday they fought over the blocks and had trouble with sharing.

During whole group time read a book about sharing and discuss.

Week of 6/18/12

Although this isn’t an “approved” tool, within the Self Assessment Survey you can indicate ‘Other’. This resource provides a simple checklist that could be used to screen/assess.

This information can be used to plan activities to meet the child’s needs.

http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/MilestonesChecklists.pdf

Program can demonstrate that it structures and schedules staff such

that each child has a consistent team of caregivers and peers over a week,

and over a calendar year

• Staff classroom assignments• Staff schedules • Assigned primary caregivers• Transition plans

“What happens after I hit the submit button?”

Submitted

• The status on your Self-Assessment Survey will change to “Submitted”

• Your Self-Assessment Survey will be locked and you will not be able to make changes

• The Quality Improvement Plan feature of the system will become available

Assessment Specialist

• An Assessment Specialist will be assigned to your program

• The Assessment Specialist will call you to schedule a validation visit

• If you haven’t already you will want to collect all the evidence and prepare for your validation visit

The Validation Visit

• The Assessment Specialist will visit your site and conduct the validation visit

• The validation visit will take approximately 1– 2 hours. The Assessment Specialist will gather evidence through documentation, interview and facility walk through.

After the Validation Visit• The Assessment Specialist will submit the evidence collected

• The evidence is reviewed by the Program Manager at The Early Childhood Investment Corporation

• The Program Manager will provide feedback to the Assessment Specialist regarding questions or for further evidence that might be needed

• Once all evidence and documentation is complete, the Self-Assessment Survey will be approved or not approved by the Great Start to Quality Assistant Director at The Early Childhood Investment Corporation

Approved Means…There was no variance or difference in the Star Quality Level between the Self-Assessment Survey and the validation

Not Approved Means…There was variance or difference in the Star Quality Level between the Self-Assessment Survey and the validation

Follow Up Visit

• The Quality Improvement Consultant will call to schedule a follow up visit to review your validated Self-Assessment Survey and Star Quality Level

• During the follow up visit the QIC will talk with you about your Star Quality Level and what standards you might choose to work on to move to the next level

• The QIC will discuss creating a Quality Improvement Plan to help you reach a higher Star Quality Level

Star Quality Level Four or Five• If you score at a Star Quality Level Four or Five, then a

Program Quality Assessment (PQA) will be completed by an Assessment Specialist in each classroom

• You will be contacted by an Assessment Specialist who will schedule the PQA during a 30 day window

• You can provide the Assessment Specialist with 5 black out days during the 30 day window

Star Quality Level Four or Five

• Once the PQA is completed, the Quality Improvement Consultant will conduct a follow up visit to review the results of the PQA

• Programs scoring at a Star Quality Level Four must score a 3.5 or higher on the PQA

• Programs scoring at a Star Quality Level Five must score a 4.5 or higher on the PQA

Resubmit the Self-Assessment Survey

• The Self-Assessment Survey will be unlocked and ready for re-submission after 90 days from the date when it was submitted

• After 90 days, programs may choose to re-submit the Self-Assessment Survey or wait until they are ready to move to a higher Star Quality Level

• Once the Self-Assessment Survey has been re-submitted the process will start again and another validation visit will be completed

For any questions or additional support with completing the Self-Assessment Survey,

contact the Resource Center. Staff is available to assist.

1-877-614-7328